واکاوی معیارهای شایستگی مدیران ستادی آموزش و پرورش در تراز زیر نظام راهبری و مدیریت: گزارش یک مطالعه کیفی
محورهای موضوعی : شایستگی های مورد نیاز رهبران منابع انسانیعباس محمدی 1 , رشید ذوالفقاری زعفرانی 2 , حیدر تورانی 3 , مهدی نویدادهم 4
1 - پيام نور استان ايلام دهلران
2 - استاد دانشگاه آزاد رودهن
3 - پژوهشگاه مطالعات آموزش و پرورش
4 - شورای عالی آموزش و پرورش
کلید واژه: شایستگی, زیرنظام راهبری و مدیریت, گزینش و انتصاب مدیران ستادی آموزش و پرورش, سند تحول بنیادین, شایسته‌سالاری,
چکیده مقاله :
مدیران ستادی آموزش و پرورش نقش کلیدی در سیاست‌گذاری، خط‌مشی گذاری، برنامه‌ریزی کلان، و نظارت بر عملکرد دستگاه آموزش و پرورش ایفا می نمایند به همین دلیل انتخاب این دسته از مدیران از حساسیت ویژه‌ای برخوردار است. با عنایت به تأکید سند تحول بنیادین مبنی گزینش مدیران در سطوح مختلف بر اساس شایسته‌سالاری در راهکار 22- 6 "زیرنظام راهبری و مدیریت"، این مقاله به شناسایی معیارهای شایستگی مدیران ستادی آموزش و پرورش در تراز این زیرنظام و از دیدگاه تدوین کنندگان سند تحول بنیادین و متخصصان این حوزه می پردازد. با توجه به ماهیت پرسش و هدف این پژوهش، رویکرد آن کیفی و با روش نظریه برخاسته از داده ها و طرح ساختارگرای چارمرز انجام شده است. داده های موردنیاز پژوهش از طریق انجام مصاحبه‌های نیمه ساخت یافته و به روش نمونه گیری هدفمند با 22 نفر متخصص شامل نه نفر از تدوین‌کنندگان سند تحول بنیادین، هفت نفر از کارشناسان و مجریان زیرنظام راهبری و مدیریت و شش نفر از اعضای هیئت‌علمی رشته مدیریت آموزشی گردآوری گردید. متن مصاحبه‌ها که شامل 35 ساعت مصاحبه عمیق و انفرادی با جامعه پژوهش بودند، پیاده‌سازی و با روش تحلیل مضمون (تم) تحلیل شدند. در مجموع 63 شایستگی به عنوان شایستگی‌های موردنیاز برای مدیران ستادی آموزش و پرورش شناسایی، که در قالب 17 زیر مقوله و شش مقوله اصلی یعنی ارزش‌ها و نگرش‌ها، مهارت‌ها و توانمندی‌های مدیریتی، ویژگی‌های شخصیتی، دانش و مهارت شخصی، دانش و مهارت سازمانی، نظارت و کنترل و نهایتاً در دو بعد تخصصی و عمومی تعیین و تعریف گردیدند.
Staff managers of education have a key role in policy-making, macro-planning, and monitoring the performance of the education system, which is why the selection of this category of managers is particularly sensitive. Considering the emphasis of the Fundamental Evolution Document on the selection of managers at different levels based on meritocracy in the 6-22 strategy of "Leadership and Management Subsystem", this article identifies the competency criteria of education staff managers at the level of this document, from the perspective of the authors of Fundamental Evolution Document, and attitudes of specialists in this field. Due to the nature of the question and the purpose of this research, its approach is qualitative and has been with data-based theory and Charlmers constructivism design. The data required for the study were collected through semi-structured interviews with 22 experts, including nine compilers of Fundamental Evolution Document, seven experts and executives of the leadership and management subsystem, and six educational management faculty members. The text of the interviews was implemented and analysed using thematic analysis. A total of 63 competencies were identified as competencies required for education staff managers in the form of 17 sub-categories and 6 main factors including; values and attitudes, managerial skills and abilities, personality traits, personal knowledge and skills, organizational knowledge and skills, and monitoring and control, and finally two specialized and general dimensions were determined and defined
* The Holy Quran. Translated by Mehdi Elahi Ghomsheie (1988). Tehran: Quran Publishing Foundation.
1. Supreme Education Council. The Subsystem program of the leadership and management of the public and formal education system. 2018. Tehran: Secretariat of the Supreme Council.
2. Kin T. M, & Abdull Kareem O. A comparative analysis on principal change leadership competencies in Malaysian high-and mediocre-performing secondary schools. Asia Pacific Journal of Education. 2018; 38(3), 394-413.
3. Turani, H. Process-oriented Leading and Managing prerequisite of improving the management quality. School Management Development. 2016. 113: pp. 24-26.
4. Supreme Administrative Councile. Circular on the Guidelines for the Evaluation and Development of General Competencies of Professional Managers. 2017. Available at: https://www.aro.gov.ir/Portal/View/Page.aspx?PageId=64fcf98a-300f-4de8-92a0-f63307c1b6f6&t=41
5. Traicoff, D., Pope, A., Bloland, P., Lal, D., Bahl, J., Stewart, S. & Shamalla, L. Developing standardized competencies to strengthen immunization systems and workforce. Vaccine. 2019; 37(11), 1428-1435.
6. Suprime Education Council. The Subsystem program of the leadership and management of the public and formal education system. 2018. Tehran: Secretariat of the Supreme Council.
7. Bonyadi H, Fani A. A, Seyed Javadin S. R. Designing and explaining the competency model of school principals based on the document of fundamental change in education and other upstream documents, Educational and School studies. 2018. 7(19). 113-144.
8. Puteh F. Learning for professional development via peers: A System Theory approach. Global Conference on Business & Social Science. 2015; GCBSS-2014, 15th & 16th December,Kuala Lumpur. Retrived from: at www.sciencedirect.com
9. Bharwani S, & Talib P. Competencies of hotel general managers: A conceptual framework. International Journal of Contemporary Hospitality Management. 2017.
10. Schroder, H. M. Managerial competence: The key to excellence. 1989. Kendall/Hunt Publishing Company.
11. Asheghi H, Qahramani M, Qaderchian N. G. Identifying and explaining the dimensions, components and indicators of competency development of banking industry managers. Human Resources Education and Development. 2017; 4(14): pp. 76-5.
12. Khanifar H, Naderi Bani N, Ebrahimi S, Fayazi M, Rahmati M. H. Identify the competence of school principals for use in the assessment center. School Management. 2019. 7(1): 105-125.
13. Najafi M, Qahramani M, Abolghasemi M, Arefi M. Designing and Explaining the Model of Professional Competencies of Preschool Centers Managers, New Approaches in Educational Management, Vol. 9, Issue 2, Summer, Consecutive 34, pp. 26-1.
14. Askari A, Hajifar S. Designing a competency model for general managers with a regression of the best subsets approach. 2018. Job and organizational counseling.
15. Ebrahimzadeh B, Nazem F. Identifying and compiling the components affecting the competency model of primary school principals in Tehran. Leadership and Educational Management. Islamic Azad University, Garmsar Branch. 2018; 12(4): 9-23.
16. Khorshidi A, Ameri A. Professional qualifications of school principals. School Management Development. 2016; 113: pp. 52-55.
17. Pourkarimi J, Farzaneh M, Azizi M, Kurdi, E. Presenting a model of manager's professional competencies for educational departments of Tehran University. 2016.
18. Ekrami H, Hoshyar V. Identifying and explaining the competencies of high school principals, Family and Research. 2016; 32. 7-31.
19. Piriaei H, Niknami M. Presenting a Model for Improving the Educational Managers Appointment and Promotion System, Management and Planning in School Systems. 2016; 10(1) (Series 18): 9-28.
20. Porkarimi, J., Farzaneh, M., Norozi, M. Exploring the Professional Competencies of High School Principals: The Results of a Mixed Method Study. School administration. 2016 4(1): 1-25.
21. Asgari N, Nikokar G. H, Safari H., Gholami M. Model of competencies of public managers of the Islamic Republic of Iran based on the 20-Year National Vision of the Islamic Republic of Iran. Management at the Islamic University. 2015. 4. No. 1: pp. 23-38.
22. Zeinabadi, H. R., Abdul Husseini, B. Successful School, Successful Manager: A Comparative Study of International Successful School Principalship Project (ISSPP) Findings. Educational Innovation. 2017 16(1): 21-42.
23. Khoshuei M. S, Arizi Samani S. H, Nouri A. Eight managerial competencies: Essential competencies for 21st century managers. Iranian Journal of Management Studies. 2013. 6(2): 131-152.
24. Rezayat G. H, Yamani Dozie Sorkhabi M, Kiamanesh A. Naveh Ibrahim I. Competency model of heads of public universities in Iran. Iranian Higher Education Association. 2011.;4(1): 84-47.
25. Kin T. M, & Abdull Kareem O. A comparative analysis on principal change leadership competencies in Malaysian high-and mediocre-performing secondary schools. Asia Pacific Journal of Education. 2018; 38(3), 394-413.
26. Alberta Education. Alberta Education Leadership Quality Standard. 2018. Retrieved from Alberta Education: https://education.alberta.ca/professional-practice-standards/new-professional-standards/everyone/standards-documents/
27. Hitt D. H, Woodruff D, Meyers C. V, & Zhu G. Principal competencies that make a difference: Identifying a model for leaders of school turnaround. Journal of School Leadership, 2018. 28(1), 56-81.
28. Liikamaa K. (2015). Developing a project manager's competencies: A collective view of the most important competencies. Procedia Manufacturing, 3, 681-687.
29. Oates K. Our school leadership competencies. 2016: Retrieved from Ambition School Leadership: https://www.ambitionschoolleadership.org.uk/blog/leadership-competencies/
30. Altman J, Kaplan S, Elisa Villanueva Beard S, & Pastorek P. Teacher leader competency framework. 2015. Washington: University of Washington Center for Educational Leadership (CEL).
31. Bitterová M, Hašková A, & Pisoňová M. School leader's competencies in management area. Procedia-Social and Behavioral Sciences. 2014. 149: 114-118.
32. Abel, M. H. Competencies management and learning organizational memory. Journal of knowledge management. 2008; 12 (6): 15-30.
33. Jahanian, R. Qualifications required by educational managers. Educational Management Research. 2010. 1(3): pp. 121-142.
34. Charmaz K. Constructing grounded theory. 2014. sage.
35. Crassula, J. W. Research plan: qualitative, quantitative and combined approaches (translated by Alireza Kiamanesh and Maryam Dana Toos). 2012. Tehran: Allameh Tabatabai University Jihad Publications.
36. Khastar H. Providing a method for calculating the reliability of the coding stage in research interviews. Humanities Methodology. 2009. 15 (8), p. 161-174.
37. Willig, C. Interpretation in qualitative research. The SAGE handbook of qualitative research in psychology. 2017. 274-288.
38. Fereday J, & Muir-Cochrane E. Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International journal of qualitative methods. 2006: 5(1), 80-92.
39. Braun V, & Clarke V. Using thematic analysis in psychology. Qualitative research in psychology. 2006. 3(2): 77-101.
40. Abdollahi M, Fathi Vajargah K, Taghi Pourzahir A, Rahimian H. Competencies of the managers of human resource education and development. New Approach in Educational Management. 2015; 6 (4); Consecutive 24: pp. 23-54.
41. Ghaffarian V. Management competencies: How to better manage an organization. 2011. Tehran: Industrial Management Organization Publications.
42. Hellriegel D, & Slocum J. W. 2010. & Woodman, RW Organizational Behavior. 1998.
43. Amiri-e-Jami H, Amiri Jami H, and Alaei H. Compiling the proposed model of the expected competencies of the educational principals of girls' only schools in the three school levels of Torbat-e-Jameh city. 2014. First International Conference on Psychology and Behavioral Sciences. Tehran: Mehr Ishraq Conference Institute of Tehran University Conference Center,
44. Dainty P. H, & Anderson M. The capable executive: effective performance in senior management. 1996. Macmillan Business.
45. Azar A. An Introduction to Process Requirements and Criteria for Selecting Government Human Resource Managers. Management Thought. 2008. 2 (2): 37-69.
46. Farhi Bozjani, B. Introducing the model of developing managerial abilities needed by managers (the country's administrative system). Management Knowledge. 2005. 68: 92-73.
47. Supreme Administrative Councile. Circular on the Guidelines for the Evaluation and Development of General Competencies of Professional Managers. 2017. Available at: https://www.aro.gov.ir/Portal/View/Page.aspx?PageId=64fcf98a-300f-4de8-92a0-f63307c1b6f6&t=41
